-
Visual Instruction/Education Movement
- Teachers and Textbooks seen as primary means of presenting instruction
- Defined as "Physical means via which instruction is presented to learners."
-
First School Museum Opens
First school museum was opened in St. Louis. Media used for instruction included stereographs, slides, films, study prints and charts. -
Instructional Media Movement
- Defined as the enrichment of education through the ‘seeing experience’ [involving] the use of all types of visual aids such as the excursion, flat pictures, models, exhibits, charts, maps, graphs, stereographs, stereopticon slides, and motion pictures.
- Between 1910 and 1930, Radio played an important role in education and was seen as the medium that would revolutionize education.
-
16mm Motion Picture Projector introduced
The introduction of this technology accelerated the growth of educational film production. -
Period: to
Audiovisual Instruction Movement
- Instructional Technology still viewed as media but beginning to transition.
- Technological advances made such as the use of radio, addition of sound to film, and the spread of television
-
Period: to
WWII
- During WWII the U.S. Army and Air Force produced more than 400 training films and 600 filmstrips.
- Between 1943 and 1945 it is estimated that there were over 4 million showings of training films and filmstrips to U.S. military personnel.
- Training films were also used by industry during this time to quickly train workers.
-
First Motion Picture Unit
U.S. Military unit made up of film industry professionals dedicated to creating recruitment and training videos. -
Instructional Television
- Television played an important role in audiovisual instruction
- The Federal Communications Commission to set aside 242 television channels for educational purposes and that number grew to
- educational broadcasting was seen as a quick, efficient, inexpensive means of satisfying the nation’s instructional needs
-
B.F. Skinner - "The Science of Learning and the Art of Teaching"
- B. F. Skinner suggests that programmed instructional materials, should include small steps, frequent questions, and immediate feedback; and should allow self-pacing. This type of instruction is based on theories of "operant conditioning".
- Programmed instruction quickly became popular and spawned much educational research and commercial enterprise in the production of programmed instructional materials. It is considered the antecedent of modern computer-assisted learning.
-
Benjamin Bloom - "Taxonomy of Educational Objectives"
Bloom's Taxonomy uses a multi-tiered scale to express the level of expertise required to achieve each measurable student outcome. -
Sputnik Launch
Fear that the Russians had surpassed the United States in science and technology led to educational reform efforts. -
Period: to
Educational Technology Movement
In 1963, the first definition to be approved by the major professional organization within the field of educational technology was published. the Department of Audiovisual Instruction(DAVI) now known as the Association for Educational Communications and Technology(AECT) defined it as “the design and use of messages which control the learning process.”- Educational Technology viewed a "Process"
-
Robert Gagne - "Nine Events of Instruction"
Gagne’s book, The Conditions of Learning, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. -
Michael Scriven - Formative and Summative Evaluation
Michael Scriven coined the terms formative and summative evaluation in 1967, and emphasized their differences both in terms of the goals of the information they seek and how the information is used -
Instructional Technology Defined
The Commission on Instructional Technology defines it as a systematic way of designing, carrying out, and evaluating the whole process of learning and teaching in terms of specific objectives, based on research on human learning and communication, and employing a combination of human and nonhuman resources to bring about more effective instruction. -
Period: to
Instructional Technology
- Major change in instruction was the introduction of the computer in education.
- The role of computers grows exponentially
-
Instructional Technology Redefined
The AECT adopts a new definition that states Educational technology is a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning. -
Use of Computers in the Classroom
- Computers were being used for instructional purposes in more than 40 percent of all elementary schools and more than 75 percent of all secondary schools in the United States (Center for Social Organization of Schools, 1983).
- By 1990 one computer per child would be a common in schools in the United States.
-
AECT publishes "Instructional Technology: The Definitions and Domains of the Field"
redefines Instructional Technology as the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. -
Educational Technology Redefined... Again by AECT
Educational technology is the study and ethical practice of
facilitating learning and improving performance by creating,
using, and managing appropriate technological processes and
resources. -
Period: to
Instructional Design and Technology
- Advancements in technologies such as computers, the internet and mobile devices have resulted in new ways of thinking about Instructional Design.
- As of 2012, 32% of students in higher education were enrolled in online classes
- As of 2014, 28% of business training is being done online.
-
Smartphones and Mobile Devices
In a 2015 survey, 64 percent of college students reported that they used smartphones for their schoolwork at least two or three times per week, and 40 percent indicated that they used tablets for schoolwork at least that frequently (Pearson,2015a).
